Grade 4, All Subjects (Digital Edition) · 1,645 pages · 397 lessons · PDF, print at home
Every subject of the Grade 4 year in one printable PDF: Bible, Science, Math, Health, physical_education, Reading and Writing, social studies. 397 lessons across 7 courses, with the parent script, student pages, worked examples, practice and answer keys for each, exactly as taught online. King James throughout.
Delivered by email within minutes as a PDF stamped with your name. Print any part as often as you need for the children in your household; the link never expires.
$91.99
one household licence
What is inside
Every unit and lesson in this year, in order. The same lessons are taught online at lettersanddevotion.com, so a family can move between paper and screen.
Thirty-six weeks with Jesus and the first church: the four Gospels read together as one life, then Acts from Pentecost to Paul in Rome. Parables, miracles, the cross, the resurrection, and what the first Christians did next.
Unit 1: Who Jesus Is9 lessons
1.Before the manger
2.The angel and the yes
3.Born in Bethlehem
4.Wise men, and a night escape
5.The boy who stayed behind
6.The one in the water
7.Forty days hungry
8.Follow me
9.The first sign
Unit 2: What Jesus Taught9 lessons
10.Blessed are the ones nobody envies
11.Salt and light
12.Love your enemies
13.When you pray
14.Treasure, and not worrying
15.Two houses
16.The sower
17.The good Samaritan
18.The son who came back
Unit 3: The Cross and the Empty Tomb9 lessons
19.Bread for five thousand, and a walk on the water
20.Who do you say that I am
21.The bright cloud
22.The road to Jerusalem
23.Into the city
24.The last supper
25.The garden, and a fire in the courtyard
26.The cross
27.The empty tomb
Unit 4: The Church Begins9 lessons
28.The road to Emmaus
29.Go, and wait
30.Pentecost
31.How they lived
32.Stephen
33.The road to Gaza
34.The Damascus road
35.Peter and Cornelius
36.Paul to Rome
Science: Energy, Waves, and Living Systems: Grade 4 Science
A full-year grade 4 science course built around the NGSS storyline of energy transfer, waves, light, sound, living structures and senses, and Earth's changing surface and resources. Students investigate household-material phenomena: collisions, ramps, mirrors, string phones, plant and animal structures, stream tables, and models of natural resource use, always with a parent nearby to check materials safety and record work. Each unit moves from concrete, hands-on observation toward the model or explanation that accounts for it, and every unit reuses vocabulary and reasoning from earlier units. The course closes by asking students to apply energy, structure-function, and systems thinking to how people use and change Earth's resources.
Unit 1: Energy on the Move10 lessons
1.Energy transfer in a collision between a moving object and a struck object
2.Direction of contact in a simple collision between a moving object and a still object
3.Energy transfer pathway from moving ball to struck block, including sound and motion outputs
4.Relationship between release height, speed, and distance traveled by a struck object
5.Complete electric circuit as a closed loop enabling energy transfer
6.Direction of energy conversion between motion and electricity in everyday devices
7.Fair-test design isolating ramp height as the single changed variable
8.Pattern and exception in ramp-height-versus-distance data across multiple trials
9.Energy transfer from a raised object's position to motion on release, applied to an untaught track shape
10.Relationship between object speed and size of change caused in a collision, argued from original data
Unit 2: Waves Carry the Pattern8 lessons
11.The physical features of a transverse wave (crest, trough, amplitude, wavelength)
12.The distinction between the motion of the medium and the motion of the wave pattern
13.The relationship between shake speed and the resulting wavelength and amplitude of a rope wave
14.The cause-and-effect relationship between wave energy passing through water and the limited motion of a floating object
15.The categorical difference between wave-pattern transfer and object transfer, applied to new examples
16.Application of the wave-pattern-versus-matter-transfer model to an unfamiliar real-world context (a wave pool)
17.Measurement and recording of amplitude and wavelength using a physical rope-wave setup
18.A claim-evidence-reasoning explanation of matter-versus-pattern motion in a wave, using the summative rope investigation as evidence
Unit 3: Light and How We See9 lessons
19.The light-to-eye pathway for vision
20.The opaque/translucent/transparent classification of materials by light transmission
21.The ray-diagram representation of reflection off a plane surface
22.The rule that light travels in straight lines and reflects at the surface it strikes
23.The relationship between a material's light transmission and the shadow or visibility it produces
24.The distinction between organized (specular) and scattered (diffuse) reflection versus the presence/absence of reflection
25.A multi-mirror light path that redirects a beam around an obstruction
26.Application of the reflection and straight-line-travel rules to an untaught optical device or scenario
27.A claim-evidence-reasoning explanation of a mirror-redirected light path
Unit 4: Sound and Vibration9 lessons
28.The cause-effect relationship between vibration and sound production
29.The vibrating part responsible for a given everyday sound
30.The requirement that sound needs a medium to travel through
31.The relationship between vibration rate (frequency) and pitch
32.The vocabulary terms amplitude and frequency and their sound effects
33.The shared and differing structure of sound-to-ear and light-to-eye energy pathways
34.How a sound wave's pattern can carry a coded signal
35.The procedure for constructing and fair-testing a string-and-cup telephone
36.The effect of string tightness on transmitted sound, explained through vibration and medium
Unit 5: Senses and Information8 lessons
37.The sense organ as an energy-to-signal converter
A full-year grade 4 mathematics course built on CCSS. Students extend place value to one million, build fluency with multi-digit addition, subtraction, multiplication, and long division, and reason about multiplicative comparison. The year moves into fraction equivalence, addition and subtraction of like-denominator fractions, and decimal notation for tenths and hundredths, then closes with measurement conversion, angle measurement, and geometric classification. Every new idea is introduced with a picture, array, area model, number line, or fraction bar, before any symbol is attached to it. The course is designed for a home setting where a parent checks finished work but does not teach the lesson.
Unit 1: Place Value to One Million8 lessons
1.Place value of a digit within a number up to 1,000,000
2.Standard, expanded, and word form of multi-digit numbers
3.Periods (ones, thousands, millions) as a grouping structure in the base-ten system
4.Comparison of multi-digit numbers using place value
5.The relationship between digit count and number size
6.Rounding multi-digit numbers to a specified place
7.Justification of a rounding decision using benchmark position
8.Place value, comparison, and rounding applied to an unfamiliar real-world numeric context
Unit 2: Multi-Digit Addition and Subtraction9 lessons
9.Regrouping ten ones as one ten in addition
10.Standard addition algorithm with multiple regroupings
11.Standard subtraction algorithm with regrouping across zeros
12.The trade of ten units for one unit of the next higher place
13.Rounding-based estimation of sums and differences
14.Reasonableness of a computed answer relative to an estimate
15.Selection of operation within a multi-step word problem
16.Multi-step addition/subtraction reasoning applied to an unpracticed context
17.Efficiency comparison between standard algorithm and compensation strategy
Unit 3: Multiplicative Comparison and Multi-Step Problems8 lessons
18.Multiplicative comparison represented as repeated copies of a bar
19.The structural difference between additive and multiplicative comparison problems
20.Equations representing multiplicative comparison with a symbol for the unknown
21.The relationship between comparison language and equation structure
22.The intermediate quantity in a two-operation word problem
23.Multi-step word problems combining the four operations with multiplicative comparison
24.Choosing additive versus multiplicative comparison in a novel context
25.The phrase 'times as many' as a signal for multiplication-based comparison
Unit 4: Multi-Digit Multiplication10 lessons
26.Place-value decomposition of a 2-digit number into tens and ones
27.Area model for one-digit by multi-digit multiplication
28.Reading partial products directly off a fully labeled area model
29.Partial products for 1-digit by 4-digit multiplication tied to the area model
30.Area model for two-digit by two-digit multiplication
31.The distributive property as the reason partial products sum to the exact product
32.Standard algorithm for two-digit by two-digit multiplication as a shortcut for the area model
33.Estimating products by rounding factors before multiplying
34.Multiplication word problems requiring a justified choice between exact computation and estimation
35.The relationship between area model size and total computational work required
Unit 5: Division with Remainders8 lessons
36.The missing-side (quotient) in an area model given total area and one factor
37.The correspondence between long division steps and area-model partial quotients
38.The standard long division algorithm for 1-digit divisors
39.The multiplication check for a division computation
40.Remainder interpretation matched to problem context (drop, round up, express as fraction)
41.Multistep word problems combining multiplicative comparison (Unit 3) and division with remainders
42.Estimation of a quotient using compatible numbers, as a reasonableness check
43.The situational feature that determines which remainder interpretation a problem requires
Unit 6: Factors, Multiples, and Patterns8 lessons
44.Factor pairs of numbers up to 100
45.The role of 1 and the number itself in every factor pair
46.Multiples of a number
47.The taught surface tell distinguishing factor questions from multiple questions
48.Prime versus composite numbers
49.Numerical patterns generated by multiples on a hundred chart
50.The generating rule behind a numerical pattern
51.Prime versus composite classification of a number resistant to quick mental testing
Unit 7: Fraction Equivalence, Operations, and Decimal Notation11 lessons
52.Equivalence of fractions shown by partitioning a fraction bar into smaller equal pieces
53.The relationship between equal partitioning and equivalent fraction amount
54.Comparison of fractions with unlike denominators using benchmark fractions
55.Common denominators found using multiples of the denominators
56.Addition and subtraction of like-denominator fractions shown on a fraction bar
57.The condition under which fractions must share a denominator before being added or subtracted
58.Multiplication of a fraction by a whole number as repeated addition of the fraction
59.The difference between the fraction-addition procedure and fraction-times-whole-number procedure
60.Decimal notation for fractions with denominator 10 or 100 shown on a hundredths grid
61.Comparison of decimals to hundredths using shaded grid area
62.Application of decimal grid comparison to an unfamiliar measurement context
Unit 8: Measurement Conversion, Angles, and Classifying Shapes12 lessons
63.Relative sizes of measurement units within a system (km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec)
64.Conversion from a larger to a smaller unit of length, weight, or time
65.The multiplicative relationship between a measurement's numeric value and its unit size
66.Multi-step word problems involving distance, time, liquid volume, mass, or money with unit conversion
67.Area and perimeter formulas for rectangles, used to solve for a missing dimension
68.Angle measurement in whole-number degrees using a protractor
69.Angle measure as a fraction of a circular arc
70.Angle measure as additive across adjacent angles in a diagram
71.Classification of two-dimensional figures by line relationships and angle types
72.Classification of quadrilaterals using multiple simultaneous properties (parallel sides and angle type)
73.Lines of symmetry in two-dimensional figures
74.The distinction between additive and multiplicative comparison applied to measurement conversion problems
A semester-long health course for grade 4 delivered at home with a parent nearby. Students build a working model of their body as a system they can care for: fuel, rest, and movement first, then the germs and hygiene practices that keep that system well, then the safety rules that protect it from outside harm, and finally the feelings and friendship skills that let them handle hard moments with people. Each unit is concrete, home-practicable, and checked against real routines the child already lives inside. No content on weight, appearance, or human sexuality.
Unit 1: Fuel, Rest, and Play: How Your Body Works9 lessons
1.Food as fuel that provides energy or supports growth
2.Body signals: hungry, full, tired, energetic
3.Balanced eating across a full day, not one meal
4.Sleep needs at this age and their effect on mood and focus
5.Individual variation in food and sleep needs among same-age children
6.Movement and active play as a daily body need, not limited to recess
7.A personal one-day plan combining food, movement, and sleep
8.The specific function each fuel/rest/movement choice supports
9.Recognizing that individual and context-based variation can make a non-standard-looking schedule still meet fuel/rest/movement needs
Unit 2: Germs, Hygiene, and Staying Well10 lessons
10.Germs as microscopic living things
11.The three germ-spread pathways: hands, air, surfaces
12.The causal link between an unwitnessed hygiene habit and prevented illness in someone else
13.The 4-step handwashing routine
14.The cough-covering routine
15.The decision rule for choosing handwashing vs. cough-covering based on the situation
16.Recognizing physical signs of sickness in a novel context
17.Trusted adult as a role, not a fixed individual
18.Rest and fluids as recovery supports for a sick body
19.The ordered steps of a hygiene routine and the germ-level effect of each step
Unit 3: Staying Safe: Home, Street, Bike, and Online10 lessons
20.The get-low-and-go fire escape rule
21.A home escape plan with two exit routes
22.The stop-look-listen street crossing rule
23.Bike safety equipment and road-position rules
24.The three-step response to an uncomfortable online moment, as stated and modeled
25.The difference between a normal and an uncomfortable online interaction
26.The trusted-adult-only rule for medicine
27.Backup selection within the trusted-adult role across danger types
28.The shared tell-a-trusted-adult step across four danger domains
29.Category features that mark a scenario as fire, street/bike, online, or medicine-related
Unit 4: Feelings, Calming Down, and Being a Good Friend9 lessons
30.Specific feeling vocabulary words matched to scenario cues
31.The relationship between a feeling's type/intensity and a matching calming strategy
32.The link between naming a feeling and choosing a calmer next action
33.The difference between telling (someone could be hurt or needs help) and tattling (minor, no harm, seeking trouble for someone), using the modeled example set itself
34.The difference between telling (someone could be hurt or needs help) and tattling (minor, no harm, seeking trouble for someone), applied beyond the modeled examples
35.Listening and including behaviors as concrete, repeatable friend actions
36.Repair actions that specify a changed future behavior in response to a particular conflict
37.The distinction between refusing an unsafe or unkind request and ending a friendship
38.The combined application of feeling identification, strategy matching, and repair reasoning within one novel scenario
A 36-week movement plan for grades 3-5 that never pretends exercise is a subject you study on a screen: it is recess, structured. Three short play sessions a week: traveling games, throwing and catching progressions, jump rope and hopscotch, kid-built obstacle courses, ball skills and cooperation games, each with an indoor no-equipment swap. A parent logs the minutes on the Transcript & Hours page, which is how an elementary PE record is honestly kept.
Unit 1: Moving Every Which Way9 lessons
1.All the ways to travel
2.Hopping and jumping
3.Balancing acts
4.Animal walks
5.Freeze and go
6.Build an obstacle course
7.Skipping and galloping
8.Rolling and tumbling
9.Movement show week
Unit 2: Throw, Catch and Aim9 lessons
10.Rolling at targets
11.Catching soft things
12.Bounce and catch
13.Aiming at baskets
14.Overhand throwing
15.Catch with a partner
16.Kicking at targets
17.Carnival week
18.Throw-and-catch festival
Unit 3: Games from the Playground9 lessons
19.Tag and all its cousins
20.Jump rope beginnings
21.Hopscotch
22.Dribbling with hands
23.Dribbling with feet
24.Family relays
25.Obstacle course, the sequel
26.Hiding and hunting games
27.Invent-a-game week
Unit 4: Playing Together9 lessons
28.Keep it up together
29.Copycat games
30.Walks with a mission
31.Big jumps and long throws
32.Partner power
33.Dance party week
34.Neighborhood games day
35.Kid plans the week
36.Festival of favorites
Reading: Reading and Writing with Evidence: Grade 4 ELA
A full-year grade 4 ELA course built on close reading of complete short texts, poems, drama, and informational passages. Students move from finding evidence to using it: to infer, to state theme, to summarize, and to compare accounts and genres. Writing runs parallel all year in three modes: opinion, informative, and narrative, with paragraphs that stay on topic. All passages are public domain or original; no anthology excerpts.
Unit 1: Reading Between the Lines: Inference with Evidence8 lessons
1.The difference between a supported inference and an unsupported guess
2.Exact-word quoting of a supporting sentence
3.An inference generated from a single clue sentence, plus its matching evidence
4.The logical connection between a quote and the claim it supports
5.Two distinct valid inferences from one shared sentence
6.Context clues as a tool for unfamiliar-word meaning
7.The fit between a specific quote and a specific claim
8.A full claim-evidence-explanation response applied to an unfamiliar text type
Unit 2: What the Story Is Really About: Theme7 lessons
9.The distinction between topic (what a story is about) and theme (an idea about life)
10.Character choices as evidence of what a character values
11.Theme statements derived from a fable's stated moral
12.Theme statements derived from character choices without a stated moral
13.The possibility that one story supports more than one defensible theme
14.Fit between quoted textual evidence and a stated theme claim
15.A theme statement and its supporting quoted evidence for an unfamiliar short story
Unit 3: Whose Story Is It: Summarizing and Sources8 lessons
16.Main idea versus key detail in a short informational text
17.Summary as compression of main idea and key details, distinct from retell
18.The distinction between summary and retell
19.Firsthand versus secondhand accounts of the same event
20.How a source's position shapes what it can report, in a paired firsthand/secondhand text set
21.Point of view in nonfiction reporting
22.Discriminating between the summarizing skill and the sourcing skill when both are plausible responses to a new text
23.Disagreement between two true accounts of one event, explained by position and access
Unit 4: One Story, Three Shapes: Poem, Drama, Prose8 lessons
24.Stanza and line structure in a poem
25.Scene and dialogue structure in a drama script
26.The function of stage directions relative to dialogue
27.Differences in reader knowledge produced by poem versus prose structure on one shared event
28.Theme versus topic across two genres (poem and prose)
29.The causal relationship between text structure and reader knowledge, evidenced across two texts
30.The relationship between an author's structural choice and what that choice reveals or withholds, applied to a novel event
31.Structural features that distinguish poem, drama, and prose
Unit 5: Reading a Page That Isn't All Words: Visual Information9 lessons
32.The structural parts of a bar chart (title, axis, key)
33.The distinguishing visual feature of a chart versus a diagram versus a timeline
34.The relationship between a diagram's labels and a paragraph's stated facts
35.The relationship between spacing on a timeline and duration between events
36.The main pattern (most/least, increase/decrease) shown by a bar chart
37.The location of a specific fact across a paired text and visual
38.How a broken axis distorts the visual impression of a true numeric difference
39.The honesty of a chart's design relative to the true data it displays
40.Integration of a textual fact and a chart fact bearing on a single question
Unit 6: Writing to Inform and Writing to Persuade9 lessons
41.The difference between an opinion claim and a factual statement
42.The distinction between a reason supported by evidence and a reason that is only a feeling
43.An opinion paragraph structured as claim plus two evidence-backed reasons
44.Grouping related facts under a shared category before drafting informative text
This is a year-long tour of the United States done region by region: Northeast, Southeast, Midwest, Southwest, West, plus a final unit on how state and federal government fit together. Your child will read real maps and charts as evidence (not just look at pretty pictures), meet named indigenous nations as governments that still exist today, and figure out why a place with rocky soil built ports and cities while a place with rich soil built farms. By the end they should be able to look at any U.S. region and explain why the land, the people, and the government there look the way they do.
Unit 1: Reading the Land: Geography Tools for a Big Country8 lessons
1.The four standard map parts (title, key, compass rose, scale)
2.The five landform types and their defining physical features
3.The five landform types, applied to unseen examples
4.The relationship between climate region and human adaptation (clothing, shelter)
5.The difference in purpose between physical maps and political maps
6.The five U.S. regions (Northeast, Southeast, Midwest, Southwest, West) and their approximate borders
7.The relationship between a region's physical geography and its likely natural resources
8.The vocabulary terms landform, climate, and resource used in context
Unit 2: Nations Before and Alongside the United States10 lessons
9.The concept of a nation as a governed people, distinct from mapped land
10.The concept of a nation as a governed people, applied to a boundary case not covered by the sort cards
11.Sovereignty as the right to make binding self-governing decisions
12.The structure of a treaty (parties and mutual promise)
13.Removal as the cause of the gap between a nation's historic homeland and its present government location
14.Present-day tribal self-governance (elections, courts, laws) as evidence sovereignty continues, located by verb tense
15.The pattern that two accounts of one event can differ in emphasis and omission
16.Authorial purpose and perspective as the reason two accounts of one event differ
17.A written comparison of two treaty accounts, connecting content differences to author and purpose
18.The general reason (author, purpose, perspective) two historical accounts of one event differ, applied to a new, unstudied treaty
Unit 3: The Northeast: Trade, Cities, and Newcomers9 lessons
19.The Northeast region's location and major port cities
20.The terms port city, manufacturing, immigration, and population density
21.The Haudenosaunee Confederacy's council structure
22.The Haudenosaunee Confederacy's governance in the present day
23.The resource-to-industry production chain for one Northeast good
24.Colonial settlers and 1800s immigrants to Northeast port cities
25.A Northeast population density map paired with descriptive text
26.The link between a specific Northeast resource and a specific industry it supports
27.The resource-to-industry pattern applied to an untaught region without ports
Unit 4: The Southeast: Farmland, Labor, and Change10 lessons
28.The Southeast region's location and state boundaries
29.The relationship between Southeast climate/soil and plantation crop choice
30.The distinct roles of enslavers and enslaved people on a plantation
31.The causal chain from the 1830 Indian Removal Act to the Cherokee Trail of Tears
32.The continuity of Cherokee Nation sovereignty after removal
33.The economic structure of Southeast plantation agriculture versus Northeast colonial trade
34.The continuity and change between plantation-era and Sun Belt-era Southeast economies
35.The main idea and supporting details of a Trail of Tears informational text
36.Gain and loss analysis applied to an unstudied 20th-century Southeast industrial source
37.Cause-and-effect annotation across three points on a Southeast regional timeline
Unit 5: The Midwest: Farms, Factories, and the Middle of the Country8 lessons
38.The location of the Great Plains, Great Lakes, and Mississippi River
39.The relationship between flat, fertile land and agribusiness farming methods
40.The economic function (farming, manufacturing, or both) of specific Midwest cities as signaled by clue-card evidence
41.A bar graph of Great Lakes shipping tonnage by good type
42.Push and pull factors described in two Great Migration firsthand accounts
43.The reasons Great Migration newcomers chose Midwest cities over Midwest farms
44.Present-day governance and reservation land of the Ojibwe and Sioux Nations
45.Similarities and differences between Midwest and Northeast regional economies
Unit 6: The Southwest: Desert, Border, and Deep History9 lessons
46.The Southwest region's boundaries and major rivers (Colorado, Rio Grande)
47.The relationship between arid climate and the need for irrigation